2020年如何在语境中提高英语语法教学的有效性论文

如何在语境中提高英语语法教学的有效性论文 初中英语语法教学可采用“归纳为主，演绎为辅”的教学策略，培养学生的观察、记忆、思维和想象能力，引导学生主动获得语法知识，借助语境，通过大量的专项和综合性语言实践活动，形成综合语言运用能力，为真实语言交际打基础。下面以教学“if”真实条件状语从句为例，阐述如何在语境中展开语法教学，使学生通过观察、感悟、探索和运用内化语法知识，提高语法教学的有效性。 教者选取了朗文国际英语教程（Side by Side）第四册教材中一篇题为A Wishing Well的文章作为引入，要求学生通过阅读分别找出Mr. Wang， John，和Andy三个人物的新年愿望。学生在寻读（scanning）的同时，接触到了本堂课的目标语法 “if”条件状语从句。 为了引导学生对所接触到的语言材料进行更进一步观察，教者鼓励学生对三个人物的其余新年愿望进行猜测。在设计接龙猜测游戏中，教者根据学生的实际语言水平，注意游戏难度的坡度，由易到难逐渐提升。 【例1】 T: If Mr. Wang sells a lot of used cars,hell receive a large year-end bonus. This is Mr. Wangs first wish. He has more wishes.What are they? （用课件呈现图片，然后直接告诉学生第二个愿望。） T: If he receives a large year-end bonus,he will travel widely. T: If he travels widely, he will probably meet a famous person. Who? Lets guess. （用课件呈现图片并给予学生必要的提示，图片结合最近所学的课文内容，结果出乎学生意料，开拓了学生思维，增加了游戏的趣味性。） S1: If he travels widely, he will probably meet Fisherman Wang Damin. S2: If he meets Fisherman Wang Damin,he will see Damin fish with his cormorants with his own eyes. 【例2】在对最后一个人物Andy的新年愿望进行猜测时，教者没有给学生任何提示，要求他们独立造句。由于有了先前的铺垫，学生思维活跃给出了各种答案。 T: What about Andys next wish? If it snows next month, Andys school will probably be closed. If his school is closed, he will ? Ss：If his school is closed, he will have a longer winter holiday. If his school is closed, he will stay at home and play video games all day. If his school is closed, he will feel sad. 初中语法教学应采用“归纳为主，演绎为辅”的教学策略。归纳法能调动学生的参与积极性，有利于培养学生的观察、思维、分析和归纳能力，也有助于提高学生自主学习的能力。在学生做出了各种猜测后，教者给出了含有Andy四个愿望的一个语段，鼓励同学即兴背诵，然后归纳“if”条件状语从句的特点，最后笔者加以点评小结。 【例3】T： Please read Andys wishes and try to memorize his wishes. Then I want you to recite his wishes. Lets see who has got the best memory? S： If it snows next month, Andys school will probably be closed. If his school is closed, he will havea longer winter holiday. If he has a longer winter holiday, he will go to Bei _g to visit his grandparents. If he goes to Bei _g, he will certainly take a chance to see the Birds Nest and the Water Cube. Hes sure it will be an unforgettable trip. 通过操练活动形成的初步语言技能只有通过生活化的语言实践活动才有可能逐步上升为真正的语言运用能力。“if”条件状语从句常在提出建议时使用，在检验学生是否真正掌握这一语法规则时，教者设计了若干适合目标语法的语境，话题贴近学生生活，要求学生讨论解决话题中的问题。 【例4】T: Jack is a clever boy in his class, but he often fails in the English tests. He wants to get a better mark, but he seldom listens carefully in class. He likes talking to others in class. He dislikes reading English aloud. He does his homework carelessly. He doesnt hand in his homework on time. Now Jack needs our help. Lets help him together. Id like to give him a piece of advice. If you listen carefully in class, youll keep up with your classmates. Please give him more advice. （用课件显示Jack的不良学习习惯，学生通过提示给出不同建议。） Ss：If you hand in your homework on time, youll be a responsible student. If you stop talking to others in class, youll understand your lessons better. If you read English every day, youll be able to speak English fluently. 语法的熟练掌握离不开听、说、读、写的实践。设计不同的任务活动，进行有意义的言语训练，可以实现语言知识运用的自动化（张正东，xx）。教者应根据所教语法项目的交际功能，将语法教学与听、说、读、写活动结合起来，将语法知识的学习与综合技能结合起来，在任务活动语境中，通过综合运用帮助学生内化语法规则，真正掌握所学的语法知识。 【例5】T: Do you still remember Danny?He is a fat boy. Now he has got a big problem. He bees even fatter. Lets help him solve the problem. Four of you work together as one group. First discuss the possible reasons Danny has got